ENG1203DA - Professional Studies and Skills Development A (2023)
MODULE TITLE | Professional Studies and Skills Development A | CREDIT VALUE | 15 |
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MODULE CODE | ENG1203DA | MODULE CONVENER | Unknown |
DURATION: TERM | 1 | 2 | 3 |
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DURATION: WEEKS | 4 | 4 | 0 |
Number of Students Taking Module (anticipated) | 25 |
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The purpose of this module is to develop a range of transferable professional and personal skills that will enhance your study experience at university and at work and hence improve your career prospects. These include written communication and oral presentation skills and teamwork ability. You will also gain experience in engineering design and get to grips with technical lab work.
Discipline and Module Intended Learning Outcomes:
On successful completion of this module you should be able to:
Module Specific Skills and Knowledge
1 use standard projection techniques to accurately sketch engineering structures and processes
2 use engineering analysis techniques to analyse structures under load
3 understand the fundamental concepts of civil engineering design such as structural efficient and stability
Discipline Specific Skills and Knowledge
4 carry out basic engineering testing procedures safely
5 appreciate the necessity for a sound knowledge of fundamental engineering theory
6 show an awareness of principles of load transmission, load paths and structural stability and incorporate those principles through all stages, from concept to (model) construction
Personal and Key Transferable / Employment Skills and Knowledge
7 exemplify improved ability to work as part of a team, and to assess your own and others’ skills and performances
8 communicate effectively and accurately both orally and in writing, and have the ability to make technical oral presentations
9 work independently, using skills such as time management, monitoring your own progress, setting realistic targets, reflecting on the effectiveness of your learning strategies and modifying your targets and learning strategies appropriately
10 provide constructive feedback to teaching staff
11 carry out research using the Internet and technical literature
Scheduled Learning & Teaching Activities | 50.00 | Guided Independent Study | 50.00 | Placement / Study Abroad | 50.00 |
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Category | Hours of study time | Description |
Scheduled learning and teaching activities | 25 | Lectures |
Scheduled learning and teaching activities | 25 | Tutorials, laboratories & fieldwork |
Guided independent study | 50 |
Guided independent study
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Placement | 50 | Learning at work |
Feedback on progress and learning to be given during tutorials.
Coursework | 100 | Written Exams | 0 | Practical Exams | 0 |
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Form of Assessment | % of Credit | Size of Assessment (e.g. duration/length) | ILOs Assessed | Feedback Method |
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Drawing Portfolio | 25 | 12 hours |
1, 6, 8-10, |
Feedback provided on BART |
Load Paths | 25 | 12 hours | 1-3, 6,9 | Feedback provided on BART |
Design Project | 25 | 12 hours |
2, 4, 6-8, 12, |
Feedback provided on BART |
Structural Failure Case Study | 25 | 12 hours | 3, 5, 9, 11, 12, | Feedback provided on BART |
Original Form of Assessment | Form of Re-assessment | ILOs Re-assessed | Time Scale for Re-assessment | |
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Drawing Portfolio | Coursework (25%) | 1, 6, 8-10 | Referral/deferral period | |
Load Paths | Coursework (25%) | 1-3, 6,9 |
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Design Project | Coursework (25%) | 2, 4, 6-8, 12, |
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Structural Failure Case Study | Coursework (25%) | 3, 5, 9, 11, 12, |
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Deferral – if you have been deferred for any assessment you will be expected to submit the relevant assessment. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be expected to submit the relevant assessment. The mark given for a re-assessment taken as a result of referral will be capped at 40%.
If your Referral or Deferral relates to:
Coursework 1 – A similar assessment that assesses the Intended Learning Outcomes would be set
Coursework 2 – A similar assessment that assesses the Intended Learning Outcomes would be set
Coursework 3 – This is groupwork that involves a practical, therefore it would not be practical to repeat. An individual assessment that assesses the Intended Learning Outcomes would be set
Coursework 4 – A similar assessment that assesses the Intended Learning Outcomes would be set
information that you are expected to consult. Further guidance will be provided by the Module Convener
Module web page ELE: http://vle.exeter.ac.uk/
Author | Title | Edition | Publisher | Year | ISBN or URL |
Mann, A. | Essential knowledge text no. 5: Lessons from failure | Institution of Structural Engineers | 2016 | https://www.istructe.org/resources/guidance/ekt-05-lessons-from-failures/ [Accessed 20-Aug-19] | |
UCL | Drawing Gym |
https://www.ucl.ac.uk/drawing-gym/
[Accessed 06-May-20]
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Other resources:
Reading list for this module:
Author | Title | Edition | Publisher | Year | Available from |
Adamson, D. and Francis, A | Stabilisation of Combe Down stone mines, Somerset, UK., | Proceedings of the Institution of Civil Engineers-Civil Engineering (Vol. 165, No. 3, pp. 129-137). | Thomas Telford Ltd., | 2012 | [Accessed 31-Mar-20] |
BSI | BS EN 1991-1-7:2006 Eurocode 1 — Actions on structures —Part 1-7: General actions — Accidental actions | British Standards Online | 2006 |
https://bsol.bsigroup.com/ [Accessed 26-Mar-20] |
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Dias, W. P. S., and Blockley D, I. |
Reflective practice in engineering design | Proceedings of the Institution of Civil Engineers - Civil Engineering (Vol. 108, No. 4, pp. 160-168) | 1995 | [Accessed 06-May-20] | |
Elms, D.G. | Achieving structural safety: theoretical considerations | Structural Safety, 21(4), pp.311-333. | 1999 | [Accessed 26-Mar-20] | |
Engineering Council | Statement of ethical principles | [online] | 2017 |
https://www.engc.org.uk/standards-guidance/guidance/statement-of-ethical-principles/ [Accessed 02-Apr-20] |
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HSE | Sector plan for construction | Health and Safety Executive | 2020 |
https://www.hse.gov.uk/aboutus/strategiesandplans/sector-plans/construction.htm [Accessed 26-Mar-20] |
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HSE | Summary of duties under Construction (Design and Management) Regulations 2015 (CDM 2015), | Health and Safety Executive | 2020 | [Accessed 26-Mar-20] | |
ICE | Diversity and inclusivity action plan | Institution of Civil Engineers | 2016 |
https://www.ice.org.uk/about-ice/governance/how-we-work#equality-and-diversity-policy [Accessed 01-Apr-20] |
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ICE | Code of Professional Conduct | Institution of Civil Engineers | 2017 | [Accessed 01-Apr-20] | |
ICE | Our History | Institution of Civil Engineers | [online] | 2020 | [Accessed 01-Apr-20] |
RAEng | Engineering ethics in practice: a guide for engineers | Engineering ethics in practice: a guide for engineers | Royal Academy of Engineering, | 2011 |
https://www.raeng.org.uk/policy/engineering-ethics/ethics#ethicsinpractice [Accessed 02-Apr-20] |
Reading list for this module:
Type | Author | Title | Edition | Publisher | Year | ISBN | Search |
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Set | Blockley D. | Engineering: A Very Short Introduction | Oxford University Press | 2012 | 9780199578696 | [Library] | |
Set | Chudley, R. Greeno, R, and Kovac, K | Building construction handbook | 12th edition | Routledge | 2020 | 9780367135430 | [Library] |
Set | Cottrell, S. | Building construction handbook (e-book) | 12th edition | Routledge | 2019 | 9781137610898 | [Library] |
Set | Waterhouse, P. | Initial Professional Development for Civil Engineers | 2nd edition | ICE Publishing | 2018 | 9780727760982 | [Library] |
CREDIT VALUE | 15 | ECTS VALUE | 7.5 |
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PRE-REQUISITE MODULES | None |
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CO-REQUISITE MODULES | None |
NQF LEVEL (FHEQ) | 4 | AVAILABLE AS DISTANCE LEARNING | No |
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ORIGIN DATE | Tuesday 10 July 2018 | LAST REVISION DATE | Wednesday 04 October 2023 |
KEY WORDS SEARCH | Design; Laboratory; Health and Safety; professional engineering |
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